Effective Instructional Time Use for School Leaders

By Jason A. Grissom, Susanna Loeb, Benjamin K. Master. 2013

354 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/245dac2124437653e55dffe2fee06d7700e1ed71

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In Education

Citations in the corpus

Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness (2015, background): “Studies also find that principals' time investments in some instructionrelated tasks, including coaching and teacher professional development, are associated with more positive student outcomes (Grissom et al., 2013).”
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal (2018, background): “…insufficient principal attention to instruction and claims that teacher evaluation reform would not significantly affect instructional leadership (Grissom et al., 2013; Murphy et al., 2013, 2016), principals across the six districts in our study report that a new emphasis on teacher observation…”
Seven strong claims about successful school leadership revisited (2020, background): “…evidence available which demonstrates the modest but consistently significant indirect contributions of school leadership to pupil learning, as well as the catalytic effects of such leadership on other consequential features of the school and its community (e.g. Grissom, Loeb, and Master 2013).”
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, methodology): “May, Huff, and Goldring (2012) and Grissom, Loeb, and Master (2013) used this modeling strategy to link principals’ instructional leadership to student performances using large-scale longitudinal data on schools, principals, and students.”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “In an intriguing finding, Grissom et al. (2013) find that some instructional leadership tasks such as observation and feedback sessions and managing the school’s education program predict improved student learning gains, whereas others such as classroom walk-throughs predict comparatively worse…”